1. The Structured Classroom Series Instructional Practices Mini-Session

2. OCPS Team

3. Respectful Listening Be Engaged! Cell phones silent/vibrate Note- Talkin g

4. The learner will …  define & determine differences between key terms: curriculum, instructional practices, instructional materials.  define, identify and provide examples of effective instructional practices for students with intensive academic and/or behavioral needs.  implement effective instructional practices matched to student need.

5. Sponsored by FDLRS Action Resource Center How well you teach = How well they learn.

6.  Curriculum  Instructional Practices  Instructional Materials  Next Generation Access Points The “WHAT” you are teaching  Research or evidence-based methodologies or strategies proven to be effective with students working towards NGAA The “HOW” you teach  Programs/manipulatives purchased by your school and/or district for use in your classroom

7. Reading/Language Arts Mathematics Science\Social Studies Social skills Daily Living skills

8.  Not all instruction can or should be done 1:1. Do you agree with this statement? Why or why not?  How can we increase learner engagement in (small and larger group) instructional settings?

9. Provide Pre-correction Setting up environment and expectations to ensure active and accurate responses. Elicit Responses Choral Reading (picture reading) Choral Responding Partner Interaction Engage the 3R’s Repetition Rehearsal Review

10.  Frequent responses are elicited. Response cards, choral/partner responding.  Student performance is carefully monitored. “Walk around. Look around. Talk around.”  Immediate, affirmative and corrective feedback is provided. Delivered with appropriate tone and is specific.

11. 1.Prompting (Blue) 2.Reinforcement (Purple) 3.Discrete Trial (Yellow) 4.Errorless Teaching (pink) 5.Incidental Teaching (green)

12.  Group will be divided into 5 teams.  Each new group will read and review assigned fact sheet.  Expert groups disband and rejoin original team. Each member reports out about their practice:  What is it?  How is it used?  Advantages/Disadvantages

13.  Full Physical  Partial Physical  Modeling  Gesture  Direct Verbal  Indirect Verbal  Environmental  Independent

14.  “most to least”  Effective when students are initially learning a new concept.  Should always develop a fading sequence before training begins.  Start with a prompt that will ensure correct response.  Establish a criteria for when you will move from one level of prompt to the next. Most Support Least Support

15.  “least to most”  Student attempts the task before you intervene with assistance.  The prompt increases until the student makes the correct response.  Effective if student has mastered a skill and you are focusing on maintenance or generalization.  Should establish a sequence of prompts before training begins. Most Support Least Support

16.  Behavior reinforced every time it occurs  1:1 ratio  Typically a quick rate of learning; making a strong connection between behavior and response  Used in initial stages of learning and switched to partial reinforcement

17.  Fixed Ratio ▪ Behavior is reinforced only after a specified number of responses  Variable Ratio ▪ Behavior is reinforced after an unpredictable number of responses  Fixed Interval ▪ Response is reinforced only after a specified amount of time has elapsed  Variable Interval ▪ Response is rewarded after an unpredictable amount of time has passed Frequency Duration

18.  Discrete Trial Instruction Cycle  Teacher gives an initial instruction/command  A prompt/cue is given to assist student in correct response (if needed)  Student gives response  Teacher gives appropriate consequence based upon student’s response  A slight pause (3-5 seconds) is given between trials CARD, Florida. Atlantic University

19. ADVANTAGES  Teacher controlled  Data collection is easy to take and assess  Allows for mass trials and practice opportunities  Good for: following directions, rote knowledge, matching, sorting, imitation DISADVANTAGES  Costly (requires 1:1 ratio)  Can cause prompt dependency  Can be challenging to generalize to other settings  Not good for: spontaneous speech, play or social skills

20.  Errorless Teaching Instructional Cycle  Teacher gives an initial instruction/command  Teacher gives an immediate prompt to prevent any chance for incorrect responses.  Teacher gives praise/reinforcer to student  To promote independence the immediate prompts, or amount of help provided, are systematically decreased, or faded, to allow children the opportunity to provide correct responses on their own. CARD, Florida. Atlantic University

21. ADVANTAGES  Can avoid student frustration with incorrect responses  Can avoid the chance a chain of errors from incorrect responding  Teacher controlled  Data collection is easy to take and assess  Good for: following directions, rote knowledge, matching, sorting, imitation DISADVANTAGES  Can cause prompt dependency  Costly (requires 1:1 ratio)  Not good for: spontaneous speech, play or social skills

22.  Incidental teaching provides structured learning opportunities in the natural environment by using the child’s interests and natural motivation.  Once the teacher identifies a naturally occurring situation that a child is expressing interest in, strategies are then used to encourage the child’s responses.  Incidental teaching strategies are designed to promote motivation and facilitate generalization. CARD, Florida. Atlantic University

23. ADVANTAGES  Natural, activity based  Encourages spontaneous skills  Student initiated  Does not require formal training for the teacher  Encourages generalization of skills to a variety of settings and people  Good for: spontaneous speech, play skills and social skills, inclusion settings DISADVANTAGES  Cannot control number of trials  Data collection is more challenging to take and analyze  Teacher must be very observant to “catch” learning opportunities  Not good for: rote knowledge, learning new skills, students who do not initiate interactions

24.  When and how you reinforce a behavior can greatly impact the rate and strength of the response.  Reinforcers are synonymous with bribes.  Prompting is any additional assistance presented immediately before or after instruction to promote a desired response.  Prompting should always be scaffolded from “most” to “least” intrusive.  Discrete trial teaching involves breaking skills down into smaller components and teaching those smaller sub-skills individually.

25.  Discrete trial teaching can be challenging to generalize to other settings.  Errorless teaching is an instructional strategy that always ensures children always respond correctly.  Errorless teaching is good for speech, play or social skills.  Incidental teaching provides structured learning opportunities in the natural environment by using the child’s inters and natural motivation..